iS 

nne  Economics  Circular  No.  13.  May,  1022. 

DEPARTMENT   OF   THE    INTERIOR 

BUREAU    OF   EDUCATION 
WASHINGTON 


HOME  ECONOMICS  IN  RURAL  SCHOOLS. 


INTRODUCTION. 

The  introduction  of  home  economics  in  rural  schools  is  not  a  question  of 
desirability  but  of  possibility  and  feasibility.  It  is  not  disputed  that  rural 
girls  and  women  are  in  as  great  need  as  are  townswomen  of  an  adequate 
knowledge  of  foods,  household  sanitation,  and  personal  hygiene,  or  that  they 
need  to  acquire  a  mastery  of  the  technique  of  simple  cooking,  sewing,  and 
housewifery. 

Municipal  authorities  provide  adequate  and  satisfactory  water  supplies,  ar- 
range for  the  disposal  of  household  waste,  and  by  the  enforcement  of  various 
ordinances  protect  the  urban  dweller  from  possible  results  of  his  own  ignorance 
or  carelessness. 

The  products  of  bakeries  and  delicatessen  stores  may  be  substituted  by 
the  urban  housekeeper  for  the  products  of  her  own  skill.  An  abundantly  sup- 
plied clothing  market  may  relieve  her  of  the  necessity  of  knowing  how  to 
make  garments. 

The  rural  home  is,  in  large  measure,  self-dependent.  The  occupants  of  a 
rural  homestead  determine  their  own  environment  and  control  the  health- 
fulness  of  their  surroundings. 

Upon  their  intelligent  care  depends  the  sanitary  condition  of  their  own  foods 
from  time  of  production  until  consumed. 

Physicians  and  hospitals  are  not  readily  accessible ;  hence,  many  emergencies, 
accidents,  and  sicknesses  must  receive  first  aid  and  care  from  the  rural 
housewife. 

Though  the  mail-order  houses  may  deliver  to  the  country  woman  many  of 
the  garments  worn  by  the  family,  yet  there  is  much  making,  remaking,  and 
mending  of  clothing  to  be  done  in  the  rural  home. 

Since  home  economics  is  chiefly  concerned  with  the  wise  and  careful  use 
of  foods  and  fabrics,  the  maintenance  of  sanitary  conditions  in  the  home  and 
community,  the  establishment  of  habits  of  good  personal  hygiene,  the  acquisi- 
tion of  efficient  skill  in  the  manipulation  of  household  material  and  the  care 
of  the  sick,  and  in  the  maintenance  of  such  homes  as  may  be  satisfactory 
places  for  the  nurture  of  children  and  the  rest  and  refreshment  of  adults, 
the  desirability  of  instruction  in  home  economics  may  be  conceded. 

Yet  the  feasibility  of  injecting  new  subjects  into  an  already  overcrowded 
runil  school  program  becomes  a  problem  requiring  careful  consideration, 
though  the  subjects  themselves  are  highly  desirable. 

Before  a  place  on  the  daily  schedule  of  studies  is  granted  certain  condi- 
tions must  be  assured:  There  must  be  no  decreased  degree  of  efficiency  in 

105240°— 22 


2  HOME  ECONOMICS  IN   RURAL,  SCHOOLS. 

tlu>  teaching  of  the  basic  subject  matter  in  language,  arithmetic,  history, 
geography,  etc.;  and  the  new  material  must  by  coordination  stimulate  a  greater- 
interest  in  these  basic  subjects. 

If,  in  addition  to  meeting  these  conditions,  the  added  material  makes  a  con- 
tribution to  the  physical  well-being  of  the  child,  presents  problems  which  he 
recognizes  as  vital  to  his  own  needs  at  the  time,  and  affords  opportunity 
in  cooperative  social  activity,  then  a  place  may  be  made  for  this  instruc- 
tion, even  though  an  extra  effort  in  time  division  and  class  adjustment  mu>t 
be  made. 

The  teaching  of  even  a  minimum  amount  of  home  economics  requires  some 
special  training  in  the  subject  on  the  part  of  the  instructor,  or  else  an  unusual 
degree  of  experience  in  household  affairs  under  the  direction  of  a  wise  and 
efficient  mother.  This  experience,  when  enlarged  by  consultation  of  good  text- 
books, proves  adequate  preparation  for  as  much  home  economics  teaching  as 
can  be  done  in  a  small  rural  school. 

Some  rural  districts  have  employed  an  itinerant  teacher  of  home  economics 
who  gives  instruction  in  five  or  more  schools.  In  certain  sections  of  the  coun- 
try, the  county  agents  of  the  extension  service  have  articulated  their  work  with 
that  of  the  rural  schools  and  have  thus  been  able  to  teach  sorne  home  economics 
and  some  agriculture. 

The  most  satisfactory  method  of  introducing  home  economics  into  the  rural 
school  curriculum  has  been  by  the  maintenance  of  a  hot  supplemental  lunch 
prepared  and  served  by  groups  of  the  children. 

Before  school  or  during  morning  recess  the  teacher  and  the  older  girls  spend 
some  time  in  the  preparation  of  the  food.  The  teacher  gives  directions  and  over- 
sees the  workmanship  and  discusses  with  the  girls  the  reasons  for  the  methods 
adopted.  Because  there  are  usually  but  5  or  6  of  the  older  girls,  the  instruc- 
tion is  given  under  almost  ideal  conditions.  Fifteen  minutes  daily  will  accom- 
plish more  satisfactory  results  than  are  usually  attained  by  weekly  lessons 
in  crowded  city  classes.  This  method  of  work  does  not  complicate  the  schedule. 
Ten  minutes  just  before  noon  affords  time  to  discuss  the  value  in  the  diet  of 
some  one  food  or  one  group  of  foods  or  to  emphasize  personal  cleanliness  or 
health  habits  or  to  arrange  about  the  food  supplies  needed  for  the  lunches. 
This  10-minute  period  if  wisely  used  will  interest  all  the  children,  boys  as  well 
as  girls,  small  children  as  well  as  the  larger  ones,  in  the  relation  of  food  to 
health  and  will  develop  social  qualities  and  ability  to  cooperate  for  some  com- 
mon good. 

The  food  talks  may  be  related  to  the  geography  lessons,  the  cost  questions 
to  arithmetic  and  bookkeeping  work,  and  the  health  discussions  to  the  regular- 
work  in  physiology  and  hygiene. 

In  addition  to  the  educational  value  of  instruction  in  home  economics  as 
given  through  the  preparation  of  a  hot  lunch,  the  lunch  itself  contributes 
directly  to  the  good  health  of  the  school  child.  The  healthy  child  (all  other 
things  being  equal)  is  the  quicker  student,  is  more  regular  in  attendance,  and 
makes  more  satisfactory  progress. 

The  advantages  of  hot  food  at  noon  are  many.  The  child  always  eats  just  as 
much  of  the  cold  food  as  he  did  previously  and  receives  as  much  additional 
nourishment  as  the  total  nutritive  value  of  the  hot  food  given  him.  Since  it  is 
almost  impossible  to  overfeed  a  rural  child  who  walks  from  1  to  3  miles  in  win- 
ter weather,  besides  playing  at  noon  and  recesses  and  doing  some  chores  night 
and  morning,  the  added  nourishment  of  the  school  food  is  greatly  to  be  desired 
for  all  children,  and  especially  for  those  who  give  evidence  of  undernourish- 
ment. The  agreeable  flavor  of  the  hot  food,  its  neat  service,  the  social  corn- 


HOME   ECONOMICS  IN   RURAL,  SCHOOLS.  3 

panionship  insured  where  all  sit  down  to  eat  together,  all  contribute  to  the 
conditions  which  increase  appetite  and  enhance  the  palatability  of  all  food 
eaten. 

AS  reported  by  one  teacher  who  had  conducted  a  hot  lunch  in  a  northwest 
section  of  South  Dakota :  "  There  are  no  questions  of  discipline  after  the  estab- 
lishment of  the  hot  lunch.  We  are  just  one  big,  contented- family." 

Cold  food  may  be  just  as  digestible  as  warm  food,  but  it  is  not  as  quickly 
digested.  Digestion  does  not  begin  until  the  contents  of  the  stomach  have 
reached  body  temperature.  If  the  lunch  pail  contents  are  at  a  temperature 
of  50°  when  eaten,  digestion  will  wait  until  that  food  has  been  warmed  from 
50°  to  98.6°  by  the  heat  of  the  stomach.  This  warming  process  consists  of 
warm  blood  flowing  into  the  lining  membrane  of  the  stomach,  yielding  its 
heat  and  being  replaced  by  other  portions  of  warm  blood  until  at  last  enough 
heat  has  been  surrendered  by  the  blood  to  bring  the  food  to  the  requisite 
temperature.  The  child  whose  stomach  is  full  of  cold  food,  and  hence  is 
demanding  a  large  amount  of  blood  in  order  to  start  and  maintain  digestion, 
will  have  less  blood  to  spare  for  brain  activities,  and  will,  for  a  considerable 
period  after  lunch,  be  listless,  stupid,  or  sleepy. 

Both  directly  and  indirectly  the  teaching  of  home  economics  through  the 
service  of  a  school  lunch  has  educational  value.  The  time  taken  from  regu- 
lar school  work  is  not  more  than  10  minutes  daily  and  is  justified  by  the 
results  attained. 

THE  FOOD  SUPPLY. 

The  types  of  food  to  be  prepared  at  school  are  limited.  Usually  the  foods 
needed  are,  to  a  great  extent,  produced  on  the  farms  from  which  the  rural 
school  children  come.  Milk,  butter,  vegetables,  fruits,  and  the  occasional  soup 
bone  are  all  farm  products.  Some  sugar,  salt,  flour,  cocoa,  and  rice  must  be 
purchased. 

There  are  at  least  five  ways  by  which  the  raw  food  material  may  be  secured. 
First,  by  voluntary  donation  by  any  family  feeling  so  disposed.  Second,  by 
requisition,  i.  e.,  by  the  teacher  designating  who  shall  bring  each  needed  article 
and  the  quantity  desired.  Third,  by  purchase  with  money  paid  in  daily  by 
the  children.  Fourth,  by  purchase  with  money  raised  by  entertainment  and 
social  affairs.  Fifth,  by  purchase  by  the  school  authorities  with  money  from 
the  common  treasury. 

By  the  first  method  of  securing  supplies  the  teacher  is  largely  relieved  of 
responsibility  for  the  materials  being  at  hand,  but  there  are  risks  assumed 
which  should  not  be  overlooked.  Certain  children  will  volunteer  to  bring  more 
food  than  their  families  can  well  afford  or  than  the  parents  feel  inclined  to 
supply,  owing  to  the  parents  not  fully  understanding  the  lunch  conditions. 
There  will  always  be  a  chance  for  neighborhood  misunderstanding  when  this 
scheme  is  put  in  practice. 

The  second  method,  when  well  managed  by  the  teacher,  is  by  all  means  the 
best.  The  teacher  directly,  or  through  a  committee  of  pupils,  decides  on  Friday 
the  menus  for  the  next  week  and  the  needed  amounts  of  materials  for  each 
day's  lunch.  These  menus  are  written  on  the  board  and  copied  by  each  child, 
that  the  mothers  may  know  what  articles  will  supplement  the  cold  lunch. 

The  quantities  to  be  brought  daily  are  then  posted  and  also  assigned  to  the 
different  families.  The  cost  of  the  hot  foods  is  also  worked  out,  so  that  the  child 
who  is  too  small  or  walks  too  far  to  carry  materials  may  pay  in  money,  and  the 
child  who  brings  material  from  home  may  be  cognizant  alike  that  he  is  paid 
for  the  food  brought  and  of  what  he  pays  for  the  food  eaten.  The  valuation 


HOME   ECONOMICS  IN  RURAL  SCHOOLS. 

upon  the  home-produced  foods  should  be  that  of  their  market  price. 
Then;  will  IH>  occasions  when  a  majority  of  the  children  pay  for  their  lunches 
and  when  one  or  two  will  be  paid  in  money  for  the  excess  of  food  supplied. 

One  pupil  should  act  as  bookkeeper  for  an  assigned  period  and  should  send 
a  weekly  statement  to  each  family.  This  gives  invaluable  experience  in  book- 
keeping as  well  as  in  arithmetic. 

The  third  method  is  by  all  means  the  easiest  method  and  results  in  a  surety 
as  to  the  food  supply,  but  too  often  results  in  an  exclusion  from  the  lunch  of 
sonic  needy  child  or  group  of  children  who  can  not  afford  to  pay  in  money, 
but  who  could  have  easily  paid  in  some  farm  product. 

Before  adopting  this  method  the  teacher  should  assure  herself  that  it  will 
work  no  hardship  for  any  child  and  should  furthermore  make  sure  that,  in 
eliminating  the  cooperation  required  under  the  second-named  plan,  she  is  not 
losing  a  valuable  opportunity  of  arousing  community  interest  in  the  children's 
welfare  and  in  school  activities. 

In  the  fourth  method  much  of  that  which  results  from  the  second  is  secured, 
and  it  is  an  especially  good  way  to  secure  supplies  if  all  the  children  arc  too 
small  to  carry  the  extra  foods  and  if  they  must  walk  too  far  to  have  extra 
burdens. 

The  fifth  way  of  securing  food  supplies  is  encouraged  in  some  States  and  has 
been  decided  to  be  illegal  in  others.  As  home  economics  is  required  to  be  taught 
in  the  rural  schools  in  certain  States,  the  products  of  the  class  work  may  be 
used  in  the  lunch  and  the  cost  charged  to  home  economics  instruction,  as  any 
other  instructional  material  is  charged  to  the  general  school  expenses.  This  is 
not  considered  advisable.  The  business  conduct  of  the  lunch  becomes  part  of 
its  educational  value,  and  this,  together  with  the  training  in  cooperation  and 
in  carrying  responsibilities,  is  lost  when  the  school  authorities  supply  the  food. 
Moreover,  free  food  does  not  accord  with  American  ideals  and  proves  an  offense 
to  many  school  patrons. 

Home  economics  can  not  be  properly  taught  in  a  school  wherein  there  is  an 
inadequate  water  supply. 

The  very  first  lesson  in  food  preparation  includes  a  discussion  of  water  as  a 
food,  as  a  cleansing  agent,  and  as  an  essential  in  all  personal  hygiene.  Hence, 
any  plans  for  teaching  home  economics  instruction  must  be  abandoned  in  schools 
where  children  are  expected  to  bring  their  day's  supply  of  drinking  water  along 
with  their  cold  lunches. 

One  quart  of  drinking  water  per  day  for  each  child  is  essential  to  good  health, 
one  quart  more  for  each  child  is  necessary  for  properly  cleansing  face  and  hands 
before  eating,  and  an  additional  quart  per  individual  is  required  for  the.  food 
preparation  lessons  and  for  dish  washing. 

A  rural  school  of  20  pupils  should  have  not  less  than  15  gallons  a  day  of  pure 
water  if  home  economics  is  taught  or  10  gallons  if  cooking  is  not  done. 

That  thirsty  dirty  children  in  a  hot,  dirty,  dry  schoolroom  should  be  taught 
theories  of  hygiene  is  little  else  than  a  travesty. 

Home  economics  teaching  is  primarily  to  encourage  right  health  habits  and 
home  helpfulness,  and  is  impossible  unless  there  is  an  abundance  of  good  water 
easily  obtainable. 

With  good  water,  a  small  amount  of  equipment,  a  willing  and  courageous 
teacher,  and  a  sympathetic  school  clientele,  home  economics  teaching  is  possible, 
and  excellent  results  are  obtainable  in  rural  schools. 


HOME   ECONOMICS  IN"  RURAL  SCHOOLS.  5 

EQUIPMENT  FOR  TEACHING  HOME   ECONOMICS   IN   RURAL 

SCHOOLS. 

The  efficiency  of  the  teaching  of  home  economics  is  not  wholly  dependent  on 
the  quality  or  quantity  of  equipment  supplied.  For  a  small  rural  school,  quite 
satisfactory  teaching  can  be  done  with  little  more  kitchen  equipment  than  that 
which  would  adequately  supply  the  needs  of  one  rural  home,  and  many  lessons 
can  be  given  with  far  fewer  utensils  and  much  more  meager  equipment  than 
a  good  housewife  would  wish  in  her  own  home. 

Some  type  of  stove  is  necessary.  The  ordinary  flat-top  heating  stove  found  in 
many  sehoolhouses  permits  of  certain  lessons  in  stewing,  boiling,  and  steaming. 

Into  the  stove  pipes  of  such  heaters,  ingenious  teachers  have  had  inserted  small 
ovens  and  have  succeeded  in  giving  lessons  in  baking  and  roasting. 

This  makeshift  cookstove  can  not  be  recommended.  It  entails  an  extravagant 
use  of  fuel  at  all  times,  except  in  the  coldest  weather,  and  precludes  cooking  in 
weather  too  warm  to  have  the  heater  used. 

The  most  satisfactory  stove  is  a  wood  or  coal  range,  located  in  a  side  room 
or  in  a  near-by  teacherage.  The  next  most  desirable  stove  is  an  oil-burning 
range,  with  4  burners  and  an  oven.  Good  work  can  be  done  on  a  2-burner  oil 
stove,  supplied  with  a  portable  oven. 

It  is  recommended  that  a  worktable  be  provided.  A  design  which  has 
proved  satisfactory  consists  of  a  strong  packing  box  from  30  to  32  inches  in 
depth,  length,  and  width.  Opposite  sides  or  ends  are  hinged,  that  may  be 
raised  and  supported  as  are  table  leaves.  A  shelf  is  placed  across  the  center 
of  the  box.  Utensils  and  dishes  when  not  in  use  are  placed  on  the  shelf  and 
bottom  of  the  box,  the  sides  closed  down  and  fastened,  and  all  are  secure  from 
dust  or  mice.  When  the  leaves  are  raised  and  the  top  covered  with  white  oil- 
cloth, this  becomes  an  excellent  worktable,  which  in  a  small  school  may 
serve  as  a  dining  table. 

A  solid  support  must  be  supplied  for  the  oil  stove  if  one  without  a  stand  is 
purchased. 

If  there  are  school  desks  which  are  not  in  use,  these  may  be  converted  into 
a  cooking  table  by  the  addition  of  a  removable  top  which  will  extend  across 
the  tops  of  two  desks  when  in  place. 

A  temporary  table  may  be  set  up  by  using  supports  with  boards  placed  upon 
them,  and  these  in  turn  covered  with  oilcloth. 

Wooden-topped  kitchen  tables  are  perfectly  satisfactory.  It  is  desirable  that 
there  should  be  one  of  these  tables  for  each  two  girls  who  are  to  work.  If  a 
commercial  kitchen  cabinet  can  be  afforded,  and  a  real  range  and  a  sink  with 
running  water  and  waste  drain  secured,  then  the  conditions  for  good  work- 
manship are  assured. 

Where  there  is  a  will  there  is  a  way.    One  teacher  writes : 

I  selected  for  the  kitchen  the  boys'  cloak  room,  which  has  a  window  and 
doors  opening  into  the  outer  hall  and  schoolroom.  The  children  and  I 
enameled  every  shelf  and  bit  of  woodwork  with  white.  I  obtained  a  blue- 
flame  kerosene  oil  stove,  for  which  we  have  an  oven.  The  school  board  bought 
36  bowls,  cups,  and  small  plates,  and  other  articles. 

The  following  experience  comes  from  a  part  of  the  country  where  there  are 
forests  and  where  boys  are  accustomed  to  building  with  materials  at  hand : 

During  recess  and  noon  the  boys  built  a  rude  house.  The  only  materials 
they  had  to  use  were  fence  rails  and  shakes,  but  soon  a  wonderful  'little  build- 
ing was  put  up,  large  enough  to  contain  homemade  benches  and  a  good  sized 
table.  When  all  was  completed  a  kind  neighbor  donated  some  dishes  and  an 
old  stove,  which  gave  the  finishing  touches  to  our  queer  little  kitchen. 


HOME   ECONOMICS  IN   RURAL  SCHOOLS. 


The  teacherage,  that  convenience  which  is  so  common  in  the  Pacific  North- 
west, has  been  found  to  serve  not  only  as  a  kitchen  but  also  as  a  dining  room 
for  the  rural  school  children. 

I  have  only  eight  children  in  my  school,  and  all  are  served.  We  have  cocoa 
twice  a  week,  soup  twice  a  week,  and  a  baked  dinner  once  a  week. 

The  sixth-grade  grammar  class  were  assigned  the  topic,  how  to  build  a  fire 
in  a  coal  range.  We  have  all  learned  by  experience  how  to  do  the  work. 
Half  an  hour  before  noon  one  girl  is  sent  to  the  teacherage  to  build  the  liro 
and  put  on  the  double  boiler.  If  it  is  the  day  we  have  baked  apples,  potatoes, 
or  beans,  we  go  over  at  recess  and  get  everything  ready  and  start  the  fire. 
If  it  is  the  day  I  am  to  serve  my  "  turn,"  one  of  the  boys  builds  a  fire  for  me. 
The  boys  take  turns  in  getting  wood,  coal,  water,  etc. 

ESSENTIAL  ARTICLES  OF  EQUIPMENT.* 

The  following  gives  a  list  of  essential  articles  for  equipment  for  home  eco- 
nomics teaching  and  the  service  of  hot  food  to  rural  school  children : 


Work  space,  about  2  by  2J  feet  for  each 
girl  who  will  assist  in  the  cooking.2 

1  stove  (wood,  coal,  or  oil). 

1  oven,  if  not  included  with  stove. 

1  cupboard  or  cabinet  for  the  storage  of 
utensils  and  food  supplies.3 

1  double  boiler,  2-quart  (may  be  omitted 
If  it  can  not  be  afforded). 

1  double  boiler,  4-quart.* 

1  Berlin  kettle,  6-quart.* 

1  teakettle,   10-quart    (large  lard  bucket 
may  be  substituted). 

2  tin  dish  pans,  10-quart. 

1  water  pail,  unless  running  water  is 
supplied. 

1  pudding  pan,  4-quart. 

1  earthen  mixing  bowl,  4-quart  (milk 
crock  may  be  substituted). 

1  earthen  bowl,  2-quart. 

1  earthen  bowl.  1-quart. 

2  covered  milk  cans,   2-quart   (Iprd  pails 
may  be  substituted). 

1  large  steel  frying  pan. 

2  heavily  tinned  wire  toasters. 

1  heavy  tin  colander. 

2  gem  tins,  12-cup. 

1  bean  pot  (milk  crock  with  lid  may  be 
substituted). 

1  flour  seive,   1-quart. 

1  soup  ladle. 

2  paring  knives. 

Securing  equipment. — The  articles  may  be  secured  by  purchase  by  the 
school  board,  by  donation  from  the  patrons,  or  by  purchase  by  the  school 
from  money  raised  by  some  school  affair.  Usually  a  combination  of  all 
of  these  methods  is  best,  because  by  the  united  efforts  of  all  the  school  there 
is  awakened  a  general  interest  in  the  project. 

If  the  school  boa/d  will  arrange  a  suitable  place  and  purchase  or  have  made 
the  larger  equipment,  and  if  the  older  boys  are  interested  in  aiding  in  the 
making  of  such  things  as  tables,  cupboards,  etc.,  then  the  school  and  school 

1  The  size  of  the  utensils  should  be  suited  to  the  number  of  pupils  to  be  served ;  about 
1  quart  for  each  5  pupils. 
'  This  may  take  the  form  of  improvised  tables  or  be  supplied  as  regular  tables. 

*  This  may  be  made  by  members  of  the  school  or  be  purchased. 

*  Large  enough  for  a  school  of  20  children. 


2  cooking  forks  (one  large). 

2  tablespoons. 

2  teaspoons. 

1  long-handled  large  spoon. 

1  wooden  spoon. 

1  Dover  egg  beater. 

1  can  opener. 

1  bread  or  butcher  knife. 

1  wooden  potato  masher. 

1  bread  board. 

1  rolling  pin. 

1  Russia  iron  roasting  pan. 

4  tin  baking  pans,  9  by  9  by  li  inch,  or 

4  pie  tins  or  layer  cake  tins. 

1  measuring  cup,   J-pint. 

1  measuring  cup,  1-quart. 

1  scrub  brush. 

6  dish  towels  (may  be  hemmed  flour 
sacks) . 

2  dish  cloths   (may  be  knitted  of  wrap- 
ping cord). 

1  cup,  spoon,  and  plate  for  each  child  in 
school. 

Mason  jars,  lard  pails,  coffee  and  baking- 
powder  cans  to  hold  foods  and  protect  from 
dust,  mice,  and  insects. 

Paper  towels  are  highly  desirable. 

Wash  basins,  6  small  tin  ones,  if  possible. 

1  kerosene  oil  can,  C-gallon,  will  be  needed 
if  oil  is  used  as  fuel. 


HOME  ECONOMICS  IN  RURAL  SCHOOLS.  7 

patrons  can  be  depended  upon  to  secure  the  smaller  articles.  Pie  socials, 
box  lunches,  and  school  entertainments  of  various  kinds  may  be  the  means  of 
securing  the  money  for  equipment  and  also  the  staple  groceries  needed  at 
first. 

Unless  the  community  is  interested  and  sympathetic  with  the  teachers' 
efforts  to  introduce  home-economics  teaching  and  the  service  of  hot  food,  and 
unless  the  teacher  herself  is  willing  to  assume  some  additional  responsibility 
and  work  and  has  some  knowledge  of  foods  and  food  preparation  and  of  sani- 
tation and  personal  hygiene,  the  plan  can  not  succeed.  With  the  interest 
of  the  more  intelligent  parents  and  the  enthusiasm  of  the  capable  teacher, 
home-economics  instruction  may  be  maintained  with  slight  cost  to  the  tax- 
payers and  with  great  benefit  to  the  health  and  educational  progress  of  the 
school  children. 

A  COURSE  OF  STUDY  IN  HOME  ECONOMICS  FOR   SMALL  RURAL 

SCHOOLS. 

It  is  assumed,  in  the  following  course  of  study  that  the  school  is  small,  and 
that  not  more  than  two  teachers  are  employed.  It  is  further  assumed  that 
the  products  prepared  are  used  as  supplemental  hot  foods  for  the  pupils  who 
bring  cold  lunches  from  home. 

The  lessons  are  intended  to  interest  all  of  the  children  and  to  take  not 
more  than  about  10  minutes  daily  for  food  instruction  and  15  minutes  for  food 
preparation.  There  are  textbooks  which  cover  the  subject  quite  fully.  Some 
of  these  books  should  be  included  in  the  school  library.  There  are  many  valu- 
able bulletins  issued  by  the  United  States  Department  of  Agriculture  which 
can  be  secured  without  expense.  These  bulletins,  when  fastened  together, 
make  excellent  textbooks  and  recipe  books  for  use  either  at  home  or  in  school. 

Any  course  of  study  to  be  of  value  must  be  modified  to  fit  local  conditions. 
Foods  seasonal  in  one  place  may  be  unavailable  in  other  sections.  Racial  or 
religious  opinions  must  be  borne  in  mind  when  planning  class  work.  The  ages 
of  the  children  who  partake  of  the  food  also  make  modifications  desirable. 

Home  economics  is  an  inclusive  term ;  so  not  all  phases  of  the  subject  can  be 
represented  in  this  first  course  of  study,  which  is  designed  for  use  where  time 
is  limited ;  special  training  of  the  teacher,  meager ;  and  the  equipment,  scant. 
As  the  pupils  advance  in  knowledge  and  skill,  other  home  economics  courses 
may  be  introduced. 

PRELIMINARY  PREPARATION  FOR  HOME  ECONOMICS  TEACHING. 

The  teacher,  new  in  the  community,  may  need  several  weeks  to  learn  the  best 
method  of  approach  to  the  problem  of  establishing  and  maintaining  daily  les- 
sons in  cookery  and  daily  service  of  hot  foods. 

For  some  days,  or  even  weeks,  the  morning  recess  and  the  extra  time  at  noon 
may  be  profitably  spent  in  making  ready  for  the  actual  food  work  which  will 
be  given  later.  During  this  period,  emphasis  may  be  placed  upon  methods  of 
work,  neatness,  dexterity,  orderliness,  and  personal  cleanliness. 

Fire-making  and  the  management  of  the  range,  the  temperature  of  boiling 
water,  and  the  effect  of  heat  upon  the  hardness  of  water  may  be  included  in 
this  preliminary  instruction. 

All  of  the  children  may  be  introduced  to  the  use  of  the  various  cleanir.1,' 
agents,  such  as  hot  water,  soap,  scouring  soaps,  scouring  powders,  water  soften- 
ing agents,  wood  ashes,  soft  red  brick,  and  clean  sand. 


g  HOME   ECONOMICS  IN  RURAL  SCHOOLS. 

By  thus  arranging  that  all  of  the  children  shall  participate  in  the  cleaning 
of  the  utensils  and  other  equipment  :«ml  by  the  arranging  of  the  cooking  space, 
ft  spirit  of  cooperation  and  community  activity  will  be  developed.  Not  infre- 
quently some  painting  and  some  carpentry  will  be  necessary.  This  will  interest 
all  of  the  boys. 

During  this  time  may  he  established  the  custom  of  washing  hands  and  face 
before  opening  the  dinner  pail  and  also  of  all  children  sitting  down  to  eat  at 
the  same  time  and  of  each  having  a  clean  piece  of  paper  on  which  to  spread 
the  lunch  and  a  clean  cloth  of  some  kind,  or  a  paper  napkin.  The  teacher  may 
decide  that  a  thousand  paper  napkins  would  be  a  good  inventment,  even  if 
purchased  out  of  her  own  income. 

ORDER  OF   LESSONS   IN  THE   THEORY  OF  FOODS,   PERSONAL   HYGIENE,  AND 

SANITATION.5 

1.  By  questions  and  answers  evolve  a  definition  of  health,  of  disease,  of  con- 
ditions essential  to  health.    Among  the  latter  will  be  one,  good  food. 

2.  Develop  a  definition  for  food  and  name  the  sources  of  food,  i.  e.,  vege- 
tables, fruits,  cereals,  animal  tissues,  and  animal  products,   minerals    (table 
salt),  and  water. 

3.  Discuss  the  need  of  water,  the  amount  that  should  be  used,  and  the  dif- 
ference between  pure  water  and  impure  water.     After  this  lesson,  establish  the 
habit  of  having  water,  milk,  cocoa,  or  soup  with  every  meal. 

4.  Discuss  why  some  foods  are  cooked,  i.  e.,  to  make  more  agreeable  in  ap- 
pearance and  flavor,  to  make  more  digestible,  and  sometimes  to  destroy  dis- 
ease-producing conditions. 

5.  Develop  a  list  of  ways  in  which  foods  may  be  cooked. 

6.  Have  a  story  about  the  ways  Indians  cooked  their  foods  and  another 
about  how  cooking  was  done  over  fireplaces  and  in  Dutch  ovens  in  the  homes 
of  the  early  settlers  in  America. 

7.  Have  a  lesson  about  camp-fire  cookery.     (Excellent  material  can  be  se- 
cured from  the  Boy  Scout  organization.) 

8.  Evolve  a  list  of  different  cleansing  agents,  being  certain  to  include  hot 
water. 

9.  Why  everything  connected  with  food  preparation  should  be  clean — hands, 
utensils,  the  food  itself,  the  dishes  on  which  it  is  served. 

10.  Ways  foods  become  contaminated. 

11.  Why  wash  hands  before  eating. 

Insist  that  every  child  wash  face  and  hands  before  eating. 

12.  Review  Lesson  2  and  begin  a  talk  about  milk;  how  perfectly  it  meets 
the  needs  of  all  growing  animals. 

13.  Another  lesson  ton  milk.    How  much  each  child  needs  each  day.     There 
are  excellent  pictures   which   may  be  secured   that   show   what  a   difference 
drinking  milk  makes  in  a  child's  looks. 

14.  Discuss  "  clean  milk,"  i.  e.,  milk  from  healthy,  clean  cows ;  milked  in  a 
clean  barn  or  outdoors;  milked  by  a  person  with  clean  hands  into  a  pail  that 
has  been  well  washed  and  boiled;  and,  at  last,  strained  through  a  clean  cloth 
into  clean  utensils  and  stored  in  a  clean  place. 

15.  Discuss  cause  of  milk  souring  and  the  necessity  of  properly  caring  for 
milk. 

BIt  must  be  borne  in  mind  that  country  boys  and  girls  are  familiar  with  tunny  facts 
concerning  the  feeding  and  care  of  animals  and  that  this  knowledge  can  be  carried  over 
and  applied  to  the  foods  needed  by  man. 


HOME   ECONOMICS   IN   RURAL  SCHOOLS.  9 

16.  If  poasible  have  a  number  of  children  weighed  and  measured,  and  start 
charts  and  records  of  the  growth.     Articulate  this  work  with  the  home  eco- 
nomics teaching  and  the  school  lunch  service. 

17.  Discuss  the  value  of  cottage  cheese  and  other  cheese. 

18.  Develop  from  the  children's  knowledge  the  value  of  skim  milk  for  calves, 
chickens,  and  pigs. 

19.  Discuss   the  value  of  skim   milk   as   a   food  for  growing  children,   and 
make  a  list  of  foods  in  which  skim  milk  can  be  used. 

20.  Have  the  children  name  all  the  vegetables  they  know  of.     Divide  list 
according  to  parts  used — leaf,  root,  tubers,  stem,  pod,  seed,  and  flower. 

21.  Develop   reasons   for   using   vegetables. 

22-30.  Consider  the  value  in  the  diet  of  different  vegetables  of  local  pro- 
duction. 

30-35.  Discuss  fruits  in  same  way. 

In  all  lessons  make  personal  application  of  facts  in  regard  to  good  food 
habits,  personal  cleanliness,  good  table  manners,  courtesy,  and  kindness. 

35-40.  Kinds,  sources,  modes  of  preparation,  and  use  of  cereal  products. 

The  children  will  enjoy  telling  what  they  know  of  how  different  foods  are 
grown. 

From  time  to  time  connect  the  common  knowledge  .among  rural  children  in 
regard  to  animal  feeding  with  facts  concerning  proper  human  food. 

40^15.  From  knowledge  about  farm  animals  develop  the  fact  that  human 
beings  require  different  kinds  and  amounts  of  food,  according  to  age,  size, 
kind  of  work,  and  climate. 

These  lessons  will  emphasize  the  uses  of  food  for  heat,  work  power,  build- 
ing and  repair,  and  the  regulation  of  growth. 

45-50.  Review  all  that  has  been  discussed  in  previous  lessons  and  weave 
the  bits  of  information  into  one  whole.  Relate  this  to  the  everyday  diet  of 
the  school  child. 

Gradually  the  older  children  may  think  of  the  various  foods  under  a  new 
grouping,  i.  e.,  sugars  and  starches,  fats,  proteins,  minerals,  and  an  unknown 
group  called  vitamines.  It  is  not  wise  to  introduce  these  different  groups  too 
rapidly.  Sugar  is  easily  understood,  but  starch  is  not  so  quickly  recognized. 

Grating  a  clean  raw  Irish  potato  gives  an  opportunity  for  the  children  to 
realize  that  there  are  water,  starch,  and  a  bulky  rough  substance  in  po- 
tatoes. This  latter  can  be  discussed  as  the  skeleton  of  the  vegetable  mate- 
rial that  makes  it  hold  its  shape,  i.  e.,  to  stand  up.  The  starch  may  be 
washed  out,  settled,  and  dried.  The  value  of  the  coarse  material  or  cellulose 
in  the  diet  should  be  stressed.  The  protein  group  and  its  value  in  the  diet 
can  be  easily  made  plain  if  the  teacher  will  draw  the  attention  of  the  children 
to  the  farmers'  use  of  bran,  clover,  alfalfa,  vetch,  cowpeas,  soybeans,  and 
oilcake  as  an  essential  part  of  the  animal's  ration,  and  then  relate  this 
knowledge  to  the  similar  needs  of  humans  which  are  met  by  the  use  of  milk, 
cheese,  eggs,  beans  and  peas,  nuts,  lean  meats,  and  fish. 

The  one  protein  food,  the  use  of  which  must  be  repeatedly  emphasized,  is 
milk.  The  emphasis  on  the  use  of  others  of  the  group  will  depend  on  the 
economic  conditions  in  the  neighborhood  and  upon  climatic  conditions. 

If  throughout  the  period  of  lunch  preparation,  good  sanitary,  efficient  methods 
of  work  are  insisted  upon,  by  the  end  of  the  year  the  children  will  have 
progressed  well  along  in  a  knowledge  in  regard  to  right  food  habits,  and  some 
will  know  the  fundamental  processes  of  food  preparation. 


10  HOME  ECONOMICS   IN  RURAL  SCHOOLS. 

It*  frrcncc  bath's: 

Conn — Ye.'ist,  Molds.  HIM!  Bacteria. 

Kin  in'   and  Coolcti — The  Home  and  the  Family.     Mncmillan. 

Coolcy  and  N//O/O- — Household  Arts  for  Home  and  School.  Vol.  II.  Mnc- 
niillan. 

Grccr — Textbook  of  Cooking.  Allyn  and  Bacon.  Milk,  Butter  and  Cheese, 
Eggs  and  Vegetables.  International  Educational  Publishing  Co.,  Scran- 
ton,  Pa. 

Baldcrston — Housewifery.     Lippincott. 

Bulletins,  charts,  etc.: 

For  list  of  Government  bulletins,  see  Bureau  of  Education,  Home  Economics 
Circular  No.  5. 

By  addressing  the  Dairy  Division  of  the  Department  of  Agriculture,  excellent 
charts  on  milk  as  an  article  of  diet  can  be  secured. 

Food  charts  can  be  obtained  from  the  Office  of  Home  Economics,  States  Re- 
lations Service,  Department  of  Agriculture. 

School  Hygiene  Division  of  the  Bureau  of  Education,  Washington,  D.  C., 
supplies  weight  and  measure  charts. 

Many  commercial  concerns  supply  educational  exhibits  free. 

Securing  training  for  teaching  food  preparation  and  for  the  management  of 
hot  lunch  service. — Any  summer,  school  can,  in  the  10  weeks'  session,  give  suffi- 
cient instruction  in  simple  food  preparation  to  enable  the  teachers  to  direct  the 
pupils  in  the  necessary  processes  of  making  cocoa,  soups  with  a  milk  founda- 
tion, vegetable  soups,  cereal  cookery,  and  other  simple  food  preparations ;  more- 
over, many  summer  schools  instruct  prospective  rural-school  teachers  in  the 
fundamental  facts  concerning  nutrition  and  diet,  and  hygiene  and  sanitation. 
It  is  quite  as  necessary  that  the  rural  teachers  be  able  to  advise  in  the  care 
of  the  growing  human  body  as  to  train  the  growing  mind. 

PRACTICAL  WORK  IN  RURAL-SCHOOL  HOME  ECONOMICS. 

Part  I.  Good  housekeeping  practices: 
Dish  washing  and  scalding. 

Cleaning  iron,  steel,  aluminum,  tin,  and  wooden  ware. 
Scrubbing  the  kitchen  table. 
Management  of  an  oil  stove  or  wood  range. 
Cleaning  a  stove. 

Convenient  and  sanitary  arrangement  of  cooking  utensils. 
"Washing  and  boiling  dishcloths  and  towels. 
Care  of  raw  food. 
Storage  of  cereals,  etc. 
Care  of  cooked  foods. 
Especial  care  of  inilk  containers. 

Part  II.  The  service. 

Part  III.  Food  preparation: 

1.  Table  of  equivalents  and  abbreviations — 

t.  stands  for  teaspoonful. 

T.,  for  tablespoonful. 

c.,  for  \  pint  cup. 

qt,  for  1  quart. 

3  t.=l  T. 
16  T.=l  c. 

4  c.=l  qt. 

2  c.  butter  or  lard=l  pound. 
2  c.  granulated  sugar=l  pound. 
4  c.  flour=l  pound. 
All  measures  must  be  filled  just  level  full. 


HOME   ECONOMICS   IN   RURAL,  SCHOOLS.  11 

To  measure  sugar,  flour,  or  other  dry  material,  dip  spoon  into  material  and 
with  edge  of  knife  scrape  off  all  that  is  above  the  level  edge  of  the  spoon; 
to  measure  a  cup  full  of  dry  material,  fill  the  cup  with  a  tablespoon,  i.  e.,  do 
not  dip  the  cup  down  into  the  container. 

2.  Order  of  work — 

Hands  of  worker  must  be  washed.50 
Nails  cleaned. 
Apron  put  on. 

All  material  to  be  used  in  preparing  the  dish  must  be  gathered  together 
before  the  cooking  operation  is  started. 
Read  the  recipe  carefully. 

3.  Suggested  order  of  lessons — 

Lemonade  or  other  fruit  juice. 

Apple  sauce. 

Baked  apples. 

Lesson  in  canning  tomatoes. 

Lesson  in  canning  peaches. 

Tomato  cream  soup. 

Creamed  potatoes. 

Cocoa. 

Vegetable  soup. 

Escalloped  tomatoes. 

Corn  soup. 

Chocolate. 

Cream  of  barley  soup. 

Steamed  rice  and  raisins  served. 

Macaroni  and  tomato  sauce. 

Baked  potatoes  and  creamed  dried  beef. 

Cream  of  oyster-plant  soup,  or  cream  of  celery  soup  or  onion  soup. 

Cream  soup  of  canned  peas. 

Creamed  cabbage. 

Spinach  soup. 

Graham  muffins.         '"'»• 

Creamed  turnips. 

Steamed  or  baked  squash. 

Potato  soup. 

Corn  meal  muffins. 

Scalloped  tomatoes  and  corn. 

Hot  biscuit  and  creamed  codfish. 

Whole  wheat  muffins. 

Baked  beans. 

Cream  of  bean  soup. 

Tomato  soup  with  soup  bone. 

Vegetable  soup  with  soup  bone. 

Baked  sweet  potatoes  with  cream  gravy. 

Creamed  carrots  or  turnips. 

Hot  gingerbread — milk. 

Stewed  rabbit. 

Meat  pie. 

Onion  soup. 

Poached  eggs  on  cream  toast. 

Escalloped  eggs. 

Quantities. — The  food  cooked  in  the  home  economics  lessons  must  be  served 
to  the  school  children;  hence,  the  quantity  prepared  is  dependent  upon  the 
number  of  children  to  be  served. 

In  general,  1  gallon  of  cocoa  or  soup  will  give  20  servings. 

0°  Be  careful  that  hair  is  not  touched  with  hands  after  they  are  washed,  and  also  see 
that  hands  are  washed  Immediately  if  handkerchief  Is  used. 


12  HOME  ECONOMICS  IN  RURAL  SCHOOLS. 

An  intelligent  teacher  soon  learns  to  estimate  the  size  of  service  that  the 
children  will  desire. 

When  many  vegetables  or  fruits  are  to  be  pared  or  cut  up,  it  may  be  made 
a  recess  problem  for  the  entire  school. 

RECIPES  FOR  HOT  FOODS  TO  BE  SERVED  AT  SCHOOL. 

Cocoa  No.  1,  for  20  children — 

One  gallon  of  milk  heated  in  double  boiler. 
Two-thirds  cup"  cocoa. 
One  cup  sugar. 
Two  cups  hot  water. 

Place  sugar,  cocoa,  and  water  in  saucepan  and  cook  slowly  until  thick  and 
glossy;  then  add  to  the  scalding  hot  milk  and  beat  or  stir  thoroughly. 

Cocoa,  ATo.  2. — Take  1  pound  cocoa,  measure,  add  an  equal  quantity  of  sugar 
and  3  cups  of  water,  cook  until  thick  and  glossy,  and  then  pour  into  jelly  glasses 
or  glass  jars.  Cover  and  set  away.  When  cocoa  is  wanted  for  lunch  use  the 
following  recipe: 

One  cup  of  milk  for  each  child. 

One  and  one-half  level  tablespconfuls  of  the  cocoa  and  sugar  mixture. 
Heat  the  milk  scalding  hot  in  the  double  boiler,  and  add  the  cocoa,  beat  well, 
and  serve.     If  found  that  the  children  wish  the  cocoa  sweeter  add  more  sugar 
while  making,  else  the  children  will  waste  the  sugar  by  adding  too  much. 

Milk  and  Vegetable  Soup,  for  20  children.— 
Two  quarts  milk  heated  in  double  boiler, 
One-half  cup  flour, 
'  One-half  cup  butter, 
Three  level  teaspoonfuls  salt. 
Two  quarts  of  vegetables  with  water  in  which  cooked,  or  two  quarts  of 

canned  tomatoes. 

When  the  milk  is  scalding  hot,  rub  the  flour,  butter,  and  salt  together  until 
it  forms  a  smooth  paste ;  gather  this  upon  the  spoon,  and  stir  into  the  hot  milk, 
and  continue  stirring  until  the  milk  becomes  about  as  thick  as  cream.  Cook  20 
minutes.  Pass  the  vegetable  and  water  in  which  cooked  through  a  colander, 
rubbing  with  wooden  potato  masher  until  all  the  vegetable  is  forced  through, 
then  add  to  the  hot  and  thickened  milk,  and  serve.  A  little  extra  salt  may  be 
necessary. 

Canned  tomatoes,  canned  corn  or  fresh  or  dried  onions,  celery,  spinach,  car- 
rots, potatoes,  beans,  or  other  vegetables  may  be  used. 

If  potatoes  are  used  1  quart  of  raw  potatoes  will  be  enough.  After  these  are 
cooked,  1  quart  cf  the  potato  water  should  be  left  with  them,  and  both  potatoes 
and  potato  water  passed  through  the  colander,  and  poured  into  the  hot  and 
thickened  milk.  Beans  also  are  so  thickening  that  1  quart  of  cooked  beans 
will  be  sufficient  for  the  above  quantity  of  soup  with  either  an  extra  quart  of 
milk  or  a  quart  of  hot  water  added. 

If  canned  corn  is  used,  1  quart  of  it  can  be  added  directly  to  the  hot  thickened 
milk,  and  then  1  quart  of  extra  milk  added,  and  all  allowed  to  become  scalding 

hot. 

Onion  soup  is  good  and  wholesome ;  and,  unless  some  one  child  dislikes  onion, 
a  few  slices  are  an  excellent  addition  to  almost  all  vegetable,  soups. 

8  All  measures  should  be  level  full,  never  rounded  or  heaped ;  3  tcaspoonfuls=l  table- 
spooiiful ;  16  tablespoonfuls=l  cup;  2  cups=l  pint. 


HOME  ECONOMICS  IN   RURAL  SCHOOLS.  13 

Vegetable  Soup  toith  Meat  Stock,  for  20  pupils. — 

Four  pounds  of  soup  bone  with  a  little  meat  attached, 

One  quart  of  pared  and  diced  potatoes, 

One  pint  of  pared  and  diced  carrots, 

One  cup  turnips, 

One  pint  of  onions  sliced, 

One  quart  of  canned  tomatoes. 

One  bunch  of  celery  or  dried  celery  leaves, 

One  and  one-half  tablespoonfuls  salt. 

Place  meat  in  6-quart  kettle  and  cover  with  water,  add  salt,  and  cook  slowly 
the  entire  morning. 

At  recess  have  the  vegetables  pared  and  diced  and  added  to  the  soup.  Keep 
4  quarts  of  water  in  the  kettle  all  morning,  so  that  when  the  bones  are  removed 
and  the  meat  cut  up  there  will  be  a  gallon  of  nourishing  soup  and  vegetables. 
Skim  the  soup,  if  there  is  much  fat  on  the  surface,  and  save  this  fat  to  use  in 
place  of  butter  in  the  milk  soups. 

Lima  Bean  Soup — 

One  and  one-half  pints  dried  lima  beans  soaked  over  night. 

One-fourth  cup  parsley,  if  convenient. 

One  onion. 

One  stalk  of  celery,  if  convenient,  or  some  dried  celery  leaves. 

One  carrot. 

One-third  cup  flour. 

One-half  cup  butter. 

Two  quarts  of  milk. 

Salt  to  taste. 

Pepper  or  paprika,  if  liked. 

Cook  beans,  onion,  celery,  carrot,  and  parsley  all  morning.  At  11.30  rub 
through  colander.  Cook  milk,  flour,  and  butter  as  directed  for  milk  soups. 
Add  the  hot  vegetables  and  water  thickened  milk.  Stir  well.  Season  extra  if 
necessary. 

Oyster  Stew,  for  20  pupils — 

Three  quarts  of  milk. 

Two  quarts  oysters. 

One-half  cup  butter. 

One  tablespoon  salt. 

Pepper  to  taste. 

Heat  the  milk  in  double  boiler ;  add  butter,  salt,  and  pepper.  When  scalding 
hot  add  the  oysters,  which  have  been  placed  in  colander  and  washed  in  cold 
water  and  carefully  picked  over.  Cook  the  oysters  only  long  enough  for  the 
gills  to  curl  slightly.7 

Boiled  Rice,  for  20  pupils — 
One  quart  rice. 
Two  quarts  water. 
Two  quarts  milk. 
One  tablespoon  level  full  of  salt. 

Place  milk,  water,  and  salt  in  upper  part  of  double  boiler.  Place  directly 
over  the  heat,  and  when  actually  boiling  slowly  add  to  it  the  washed  rice.  Cook 

T  This  recipe  is  inserted  here  because  there  are  rural  communities  where  oysters  are 
easily  obtained. 


14  HOME   ECONOMICS  IN  RURAL  SCHOOLS. 

over  heat  2  or  3  minutes,  then  put  upper  into  lower  part  of  double  boiler  and 
continue  to  cook  1  hour. 

Washing  rice  is  necessary,  since  it  is  carelessly  handled  and  shipped  and 
therefore  dirty  when  received  from  the  grocery,  and  also  because  there  is 
much  loose  starch  on  the  grains  which  causes  them  to  stick  together  while 
cooking. 

Rice  with  raisins. — To  the  previous  recipe  add  1  pound  of  washed  seeded 
raisins  at  the  same  time  the  rice  is  added.  Serve  with  sugar  and  milk. 

Stciccd  Rabbits. — Skin,  clean,  and  cut  up  rabbits  and  let  stand  in  cold  salted 
water  overnight  or  hang  to  freeze  overnight.  Before  school  time,  wash  and 
cut  up  rabbits. 

Take  3  tablespoonfuls  of  lard  or  other  fat  and  one-half  onion  for  each  rabbit. 
Fry  the  onion  in  the  fat.  Roll  the  rabbit  pieces  in  flour  and  then  fry  a  light 
brown  in  the  fat.  Cover  with  water  and  cook  gently  all  morning.  Extra 
water  may  be  needed  occasionally.  At  11  o'clock,  add  1  pared  potato  for  each 
child.  At  11.45  take  up  meat  and  potatoes  and  make  gravy  by  adding  flour 
which  has  been  mixed  with  cold  water  until  a  smooth  paste.  One  tablespoonful 
will  be  needed  to  thicken  1  cup  of  gravy. 

•"  Meat  Pie. — Take  for  each  child  one-half  cup  of  cold  cooked  meat  (beef, 
rabbit,  squirrel,  or  chicken),  and  cut  up  into  small  pieces.  Place  in  baking 
dish  and  cover  with  boiling  hot  gravy.  Make  a  crust  of  dough  made  accord- 
ing to  the  following  recipe.  It  is  necessary  that  the  meat  and  gravy  be  boil- 
ing hot,  in  order  that  the  dough  may  cook  on  the  under  side  as  rapidly  as  oa 
top,  and  thus  be  well  done. 

Baking  Powder  Biscuit  Crust,  for  20  pupils. — 
One  quart  flour. 
One-third  cup  shortening. 
Two  teaspoons  level  full  of  salt. 

Three  and  one-half  level  tablespoonfuls  baking  powder. 
About  1$  cup  milk  or  water. 

Sift  the  dry  ingredients  together.  Work  the  shortening  in  and  add  the  liquid 
to  make  a  soft  dough.  Roll  out  about  one-half  inch  thick  and  place  on  top 
of  meat  in  baking  dish.  Bake  about  30  minutes. 

'ream  Toast,  for  20  pupils — 

Three  quarts  of  milk. 

Three-fourths  cup  flour. 

Three-fourths  cup  butter. 

Four  level  teaspoonfuls  salt. 

Two  slices  of  toast  for  each  child. 

Heat  the  milk  scalding  hot  in  double  boiler.  Rub  butter,  flour,  and  salt 
to  smooth  paste.  Stir  into  the  hot  milk.  Continue  stirring  until  as  thick 
as  cream.  This  is  known  as  a  thin  white  sauce.  Cook  20  minutes.  Pour 
ocer  toast  and  serve. 

Creamed  Vegetables,  for  20  pupils — 

Two  quarts  of  milk. 

Three-fourths  cup  flour. 

Three-fourths  cup  butter. 

Four  teaspoonfuls  salt. 

Two  quarts  cooked  vegetables. 

Combine  first  four  ingredients  according  to  previous  recipe  into  a  white 
sauce.  Cut  vegetables  into  approximately  half-inch  cubes  and  cook  in  boiling 


UC  SOUTHERN  REGIONAL  LIBRARY  FACILITY 


HOME   ECONOMICS   IN  RURAL  A      001    139  361       8 


salted  water.  When  done  draw  water  off  and  pour  sauce  over,  or  add  vege- 
tables to  the  white  sauce  and  heat  until  all  are  thoroughly  hot.  Pepper  may 
be  added  if  desired,  but  the  use  of  pepper  in  children's  food  is  not  recommended. 

Creamed  Dried  Beef,  for  20  pupils — 

Make  a  white  sauce  from — 

Two  quarts  of  milk. 

Three-fourths  cup  flour.- 

Three-fourths  cup  butter. 

Add  one-half  pound  of  dried  beef  torn  into  small,  pieces.     Cook  15  minutes. 
Salt  will  not  be  needed  owing  to  the  saltiness  of  the  dried  beef. 
This  recipe  is  excellent  to  serve  with  baked  potatoes. 

Frizzled  Beef — 

One-half  pound  beef. 
One-half  cup  flour. 
One-half  cup  butter. 
Two  quarts  milk. 

Melt  the  butter  in  a  frying  pan.  Add  the  chipped  dried  beef  to  this.  Cook 
until  the  meat  frizzles  up,  then  add  the  flour  and  stir  until  well  mixed.  Add 
the  cold  milk  and  cook  until  smooth  and  creamy. 

SECURING    SUPPLIES   FOR   THE   FOOD   AVORK. 

There  are  various  methods  of  securing  the  necessary  raw  foods,  as  has  been 
discussed  in  previous  circulars. 

For  each  week  some  older  boy  or  girl  should  be  chosen  bookkeeper,  and  an- 
other one  be  appointed  head  of  the  work.  The  "  head  "  should  decide,  with 
the  advice  of  the  teacher,  just  what  food  preparation  work  would  be  done  the 
following  week  and  should  make  a  list  of  all  materials  needed  and  the  quantity 
of  each. 

The  bookkeeper  should  enter  these  supplies  when  received  and  credit  the 
local  price  of  these  to  the  family  from  which  they  are  secured. 

The  bookkeeper  and  "  head  "  should  figure  cost  of  each  portion,  and  these 
should  be  charged  to  the  families  the  children  of  which  have  been  present. 

By  watchful  care  on  the  part  of  the  teacher,  no  hardships  upon  any  family 
need  result.  If  there  is  real  and  genuine  destitution,  some  welfare  organization 
should  be  interested  in  the  cases.  If  there  is  general  poverty,  then  it  may  be 
best  for  the  cost  of  the  food  to  be  paid  out  of  school  funds. 

There  are  opportunities  in  food  preparation  to  provide  problems  in  arithmetic 
and  bookkeeping  and  to  stimulate  increased  interest  in  physiology,  hygiene, 
geography,  and  nature  study.  Some  of  the  reports  can  be  made  a  part  of  the 
language  lessons. 

There  is  no  question  but  what  a  better  community  spirit  and  a  greater  in- 
terest in  school  affairs  may  be  developed  through  the  cooperation  essential  to 
a  satisfactory  maintenance  of  home  economics  in  the  rural  school. 


WASHINGTON  :  GOVERNMENT  FEINTING  OFFICE  :  1922 


